Title: New Directions in Special Education: Eliminating Ableism in Policy and Practice

1ASE Annual Fall Statewide Conference October 30th, 2009 Best Western Royal Plaza Hotel and Trade Center Marlborough, MA 2Progress We Have Made

Institutionalization of students with cognitive disabilities has largely been eliminated.

The school completion rate of youth with disabilities increased and the dropout rate decreased by 17 percentage points between 1987 and 2003. (NLTS2)

With these changes, 70 of cohort 2 youth with disabilities had completed high school. (NLTS2)

3Progress We Have Made (contd.)

The rate of postsecondary education participation by youth with disabilities more than doubled over time, increasing to 32 the share of cohort 2 youth who had been out of high school up to 2 years, and who had enrolled in a 2- or 4-year college or a postsecondary vocational, technical, or business school. (NLTS2)

4Progress We Have Made (contd.)

The greatest growth in postsecondary enrollment (17 percentage points) was apparent for 2-year colleges 21 of cohort 2 youth had attended once since high school. (NLTS2)

Attendance at 4-year institutions also increased significantly (8 percentage points), so that 10 of youth with disabilities had been students in such schools since high school. (NLTS2)

5Progress We Have Made (contd.)

In 2003, 70 of youth with disabilities who had been out of school up to 2 years had worked for pay at some time since leaving high school 55 had done so in 1987. (NLTS2)

Youth with emotional disturbances had a dramatic increase over time (33 percentage points) in ever having been in disciplinary trouble at school, fired form a job, or arrested. Almost 9 in 10 youth with emotional disturbances had one or more of these experiences by the time they had been out of secondary school up to 2 years, the highest rate of any disability category. (NLTS2)

7Challenges

Only about one-fourth of dropouts had enrolled in a high school completion program, suggesting that their postsecondary education options remain limited. (NLTS2)

8Challenges

Youth from households in the lowest income group did not have a significant improvement in postsecondary education participation, continuing the gap between income groups that existed in cohort 1. (NLTS2)

Youth from the lowest income households did not share with their highest-income peers an increase in having been employed at some time since leaving high school, so that they lagged significantly behind that group on that measure, as well as on their rate of current employment. (NLTS2)

9Changes Occur

Improved Attitudes

Improved Educational Practice

All within a rights-based policy environment.

Factors Associated with Improved Outcomes

Earlier Intervention

Integration

Parent Involvement

Belonging to organized groups

Focused interventions

Minimizing suspensions

Avoiding course failure

Focused high school programming

Access to challenging curriculum

10RTI

Legal and Regulatory Implications

11Models of Disability

Social Systems Model

Medical

12

Problems in Learning

Disabilities Identification

Late identification

Poor results of a current intervention strategy

Not reflective of best research in the area

13The Promise of Universal Design

Universal design for learning

Universally designed support for positive behavior

Universal design school organization

14The Best of Times is Now

The American Recovery and Reinvestment Act

Major increases in federal support for IDEA and NCLB

Goals

To prevent lay-offs (maintain existing programs)

Build capacity

15Will this Promote UDL?

What will the Fed need to do?

Identify practices that work

Many of the things weve talked about this week

RTI

PBIS

UDL

Developing the capacity of teachers and administrators

Continue to fund research innovation in UDL

Enforce requirements that stimulus money be used for capacity development (accountability)

16Other Policies that would Support UDL

Integrate IDEA and NCLB

Revise IEP requirements to reflect UDL principles

Support expansion of parent training centers

Vastly expand and improve early intervention and pre-school programs for children with risk factors

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